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CELEBRATE FREEDOM WEEK September 24 - 28, 2012

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CELEBRATE FREEDOM WEEK September 24 - 28, 2012 CELEBRATE FREEDOM WEEK September 24 - 28, 2012 Thomas Jefferson, Benjamin Franklin, and John Adams meet at Jefferson’s lodgings in Philadelphia to review a draft of the Declaration of Independence. This oil painting by the American painter Jean Leon Ferris (1863-1930) was part of a series of 78 scenes from U.S. history entitled The Pageant of a Nation. Lessons, Activities, and Resources to Support the Study of The Declaration of Independence Miami-Dade County Public Schools Division of Social Sciences Revised September 2012 THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice-Chair Dr. Dorothy Bendross-Mindingall Mr. Carlos L. Curbelo Mr. Renier Diaz de la Portilla Dr. Wilbert “Tee” Holloway Dr. Martin S. Karp Dr. Marta Pérez Ms. Raquel A. Regalado Mr. Jude Bruno Student Advisor Alberto M. Carvalho Superintendent of Schools Celebrate Freedom Week - Florida Statute 1003.421 The Declaration of Independence Florida Statute 1003.421 requires that the last full week in September be recognized in Florida’s public schools as Celebrate Freedom Week. Specifically, the Statute requires the following: • Celebrate Freedom Week must include at least 3 hours of appropriate instruction in each social studies class, as determined by the school district, which shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence. • During the last full week of September, at the beginning of each school day or in homeroom, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self evident. That all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.” • Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty. • Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence. The full text of Florida Statute 1003.421 may be obtained from Online Sunshine at http://www.leg.state.fl.us As president of the Continental Congress, the American Revolutionary leader John Hancock was the first to sign the Declaration of Independence. He was a devoted patriot who risked his fortune in the struggle for independence and performed valuable services for his country. John Adams referred to him as an "essential character" of the American Revolution. (The Bettmann Archive) CELEBRATE FREEDOM WEEK The Division of Social Sciences has developed this resource guide to assist teachers in teaching about the Declaration of Independence. These resources are intended to serve as tools to implement the requirements of Florida Statute 1003.421. The intent of this legislation is to ―Educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded.‖ A description of the contents of this resource guide follows. LESSONS, ACTIVITIES, AND STRATEGIES FOR ELEMENTARY AND SECONDARY STUDENTS Detailed primary, intermediate, and secondary lesson plans with all readings and support materials needed to teach about the Declaration of Independence are provided in this section of the guide. Additional lesson ideas and strategies are also included. INTERNET RESOURCES AND THE DECLARATION OF INDEPENDENCE Related lesson plans, teacher background information, interactive activities and downloadable worksheets may be found on the web sites listed in this section of the guide. Additionally, a copy of the required recitation section, as well as a complete copy of the Declaration of Independence is included in this section of the guide. Facts about the Declaration of Independence Q. Is anything written on the back of the Declaration of Independence? A. Yes, there is writing on the back of the original, signed Declaration of Independence, but it is not invisible and it does not include a map, as in the Disney feature film, National Treasure. The writing on the back reads "Original Declaration of Independence, dated 4th July 1776," and it appears on the bottom of the document, upside down. Q. Is the original Declaration of Independence written on paper? A. No, the original was written on parchment, which is a specially treated animal skin. The printed version is on paper and was read aloud from town squares throughout the colonies, so that those who could not read would receive the news about the colonies declaration of independence from England. Q. Do other copies of the Declaration of Independence exist? A. Yes, there are 26 copies of the Declaration of Independence which are known to exist. These are referred to as "the Dunlap Broadside.‖ The Dunlap Broadside copies were printed on paper on the night of July 4, 1776. Q. Was Thomas Jefferson the only person involved in writing the Declaration of Independence? A. Jefferson was the principal author of the document and was a member of the Committee of Five that was appointed to write the Declaration of Independence. The committee consisted of John Adams of Massachusetts, Roger Sherman of Connecticut, Benjamin Franklin of Pennsylvania, Robert R. Livingston of New York, and Thomas Jefferson of Virginia. Q. Has the Declaration of Independence always been at the National Archives in Washington, DC? A. No, after the signing ceremony on August 2, 1776, the Declaration was most likely filed in Philadelphia, Pennsylvania. The Declaration was probably taken by Continental Congress as the leaders moved throughout the country during the American Revolution. On December 13, 1952, the Declaration, along with the Constitution and Bill of Rights, were formally delivered to the National Archives. Q. Is the case that hold the Declaration of Independence bullet-resistant? A. Yes. Did You Know? The Declaration of Independence was adopted by 12 of 13 colonies (New York not voting) on July 4, 1776, but wasn't actually signed by all the delegates until August 2, 1776. John Hancock, the President of the Congress, was the first to sign the Declaration. The document is sheet of parchment measuring 24¼ by 29¾ inches. A handprint appears on the bottom left corner of the Declaration of Independence, but no one is sure how it got there. The document was handled, rolled, and traveled about and exhibited extensively in its early life. Attempting to clean the handprint and other soil that has worked into the parchment could damage the fragile document. The Declaration of Independence is housed in a specially sealed case containing the inert gas argon with a controlled amount of humidity to keep the parchment flexible. The case is constructed of bullet-resistant materials. The document is closely guarded. If you were a member of the Second Continental Congress in 1776, you were a rebel and considered a traitor by the King of England. You knew that signing your name to the Declaration meant that you pledged your life, your fortune, and your honor to the cause of freedom. Thomas Jefferson and John Adams, two members of the committee that wrote the Declaration, both died on the exact same day, July 4, 1826. Source: National Archives at http://www.archives.gov/exhibits/charters/treasure/declaration_facts.html LESSONS, ACTIVITIES AND STRATEGIES FOR ELEMENTARY STUDENTS Celebrate Freedom Lesson Plan GRADE LEVEL: Social Studies - Primary Grades TITLE: The Declaration of Independence and Independence Day LESSON OBJECTIVES: 1. Identify the Declaration of Independence as one of the documents that serves as the basis for American democratic ideals and principles. 2. Define concepts important to American democracy including independence, freedom, and justice. NGSSS - SOCIAL STUDIES RELATED BENCHMARKS: SS.K.C.1.1 Define and give examples of rules and laws, and why they are important. SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community. SS.K.C.2.1 Demonstrate the characteristics of being a good citizen. SS.K.A.1.2 Develop an awareness of a primary source. SS.K.A.2.4 Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.1.C.3.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways. SS.1.A.1.1 Develop an understanding of a primary source. SS.2.C.2.2 Define and apply the characteristics of responsible citizenship. SS.2.C.3.2 Recognize symbols, individuals, events, and documents that represent the United States. SUGGESTED TIME: 1 hour DESCRIPTION OF ACTIVITIES: 1. Read aloud and discuss Handout A - The Declaration of Independence and Independence Day. Save the questions on Handout B for later. 2. Define and discuss key vocabulary terms found in the lesson including: settler, colony, colonist, freedom, independence and justice (fairness). Ask students to cite examples of ―fair vs. unfair.‖ Also ask students to cite examples of the freedoms they have as citizens/residents of the United States; e.g., speech, religion, privacy. 3. On a map, point out the location of England and the 13 English Colonies. Note the distance between the two and the Atlantic Ocean that separates them. 4. Define tax (money collected by the government to provide services to the public; e.g., fire and police services). Explain that England felt that the colonists were English subjects and should pay English taxes. Further explain that a growing number of colonists felt the taxes were unfair since the colonists were not represented in English government (―No Taxation without Representation!). Explain that American colonial leaders asked the King to allow them to rule themselves.
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